The OER Connection with Dual Enrollment

The OER Connection with Dual Enrollment

– Okay folks, it is right
on the hour for my clock, so I’m gonna go ahead and get us started. To begin, I just want to
make the general announcement that we do record these webinars, so our webinar will be recorded. It looks like we have lots of
new participants in the room, today in our virtual room today, so if you wouldn’t mind
introducing yourself and give us a sense of what your role is in your institution, it would be really lovely to have that in the chat window. Today’s webinar from CCCOER is on the OER connection with duel enrollment, and we’ll talk just a few minutes in just a second about that. Our agenda is we’re gonna do some brief introductions right now, including the intros you’re
sharing in the chat window. I’ll give a brief overview
of CCCOER and our mission. We’ll have four different
presentations today from a collection of really
really exciting presenters, and then we’ll do a panel
discussion with those presenters, so I’m very very excited
to be able to do this, and then we’ll have some
brief announcements. I’m very excited to do this webinar today, and I hope that you all
come on this journey with us and enjoy it as well. If you have questions
about the presentation or about CCCOER or just about anything, go ahead and post those
in the chat window, and we will follow up. Okay, so first, I want to do a brief introduction of who you will be hearing from today. We’re not gonna let them
chime in to say hello, because they will when they present, but I want to make sure everybody has, that you know who you’ll be hearing from. First, let me welcome from
Austin Community College, Heather Syrett and Christie Carr, who will be joining us in just a moment to tell us all about their
work with dual enrollment. Todd McCann is an English instructor who’s joining us from
Bay College in Michigan, and we’ll be hearing from
Peter Shapiro and Nancy Webster from Florida State
College at Jacksonville, and finally from the Technical
College System of Georgia, we’ll be hearing from Nikki Stubbs, who is a vice president
with CCCOER this year, and Robin Thomas, who is an English and
Humanities instructor, and I want to say thank you
to all of our presenters for taking on this presentation. We have never done a webinar
on dual enrollment before, so we’re really excited to
hear what folks have to say. As I mentioned, I want to
do a brief intro of CCCOER and what we do. CCCOER is a community of practice, and our mission is really to expand the use and adoption of OER
across many institutions and our members and others included. We believe that through
professional development like these webinars and
through supporting one another, we can grow the use of
open education across our community college systems. To do that, we have a
membership organization and a community of practice. We are a growing organization right now, which is very exciting. We have 81 members in 34 states, and you can kind of see
where they are here. As just a brief welcome
to our newest members, we have three new members
just in the last month, which is very exciting for us, and you can see who they are on the right-hand side of your screen. I want to say welcome
to our newest members, and if any folks are attending the webinar from our newest members, I would love it if you would
just let us know you’re here in the chat window. Okay, so dual enrollment. What is it and why are
we so excited about it? The idea for this webinar
comes out of the realization that more and more
colleges are responsible for dual enrollment, which means having students who at a high-school level taking
classes at the college, or offering classes in the high school to students who need college credit. These dual enrollment
students are not students who are accustomed to having
to purchase textbooks, so OER can play a really interesting role in serving these students. I’m really excited to
see how our folks do it, because many of our member
colleges have shared in the past year that they’re, they have a rising number of students who are taking dual enrollment
while they’re in high school so that they can earn some credits towards college completion. As that demand grows, the need to support those student grows, and OER is one way that we
can help them stay engaged in our colleges. I’m really excited to hear about this, because this is one of our biggest growing
student enrollment here at Pierce College, so I was really thrilled that
our members want to go here because I need to learn the same things that I hope we’re all here to learn today. Without further ado, I would like to start with
Todd McCann from Bay College. Todd is gonna go ahead
and unmute his screen, and he’ll just tell me when
to send the slides forward. – Hi everybody, can you see and hear me? Looking good? Okay, ready to roll. I am Todd from Bay College. We’re way up in the upper
peninsula of Michigan, the part that tends to be
forgotten, way up there, the part that kind of looks
like it’s attached to Wisconsin but it is part of Michigan. We are based in the small
town Escanabe, 12,000 people. We have a smaller campus
about 50 miles west, Bay West. The most recent stats I
got are from Fall ’16. 1,935 students. I’ve been here 25 years and the highest I can recall is about 2,500, and the lowest, I think,
was just a few years ago, about 1,600, maybe 1,650. We are a small place,
45 full-time faculties, between 90 and 100 adjuncts, I believe, but like elsewhere dual
enrollment has become an increasingly important
part of what we do here. As of Fall ’16, we had over
500 dual enrolled students, 28.5% of our total enrollment, and those students are
from 27 area high schools. They’re spread out in
all sorts of classes, but most of them are
in our gen-ed classes, many of which are OER, so if you could go ahead. (speaks inaudibly) Yes, as far as our OER activity, we’re one of the colleges to receive the Achieving the Dream OER
Degree Initiative Grant, and as part of that we
development an AA Degree Pathway. We had begun some OER work before that, but this grant gave us a push
to complete an entire degree. We have, as it says there, 37
courses currently using OER, and many sections, because according to our
full-time faculty contract, all sections of the same
class must use the same text. Now I don’t think it’s
followed 100%, but pretty much. For instance, our English
101 and 102 courses use OER, so that means all sections of
English 101 and 102 use OER. Since Fall of ’16, 7,600 students have been
enrolled in OER courses, and going with the average assumption of about $100 per course
they were spending on books, equals about $760,000
that’s been saved so far. We do have, I guess you could call it, traditional dual enrollment, where students either come here and take our face-to-face classes. We have many online. We do have, we do offer some
courses at the high schools, about a half a dozen. I happen to do one of those. We also have, I don’t know
if it’s unique or not, but in this state call
an Early College Program, where select schools participate. They have to be approved by the state, and after students graduate, seniors in high school graduate, they can come to the community
college the next year for the full year for free. I’m not quite sure how many
schools participating in that, but we have some of those students too. New this year, because of the increasing
importance of dual enrollment, we created a new position of
dual enrollment coordinator, so this person coordinates
all of the scheduling. She advises dual enrolled students. She handles the early alerts for our dual enrollment population. As far as OER and dual enrollment, some schools pay for
their students’ textbooks and some do not. It’s kind of a mixed bag. Some superintendents
have specifically asked, “So what do you have with OER?” because obviously their budgets
are even tighter than ours, and they can’t afford to
be spending $150 per book for a class of 25 students. Yeah, that’s the basics of
all of what I had to present. Small school. We’re approaching the
30% dual enrolled status, and a growing percentage
of them are using OER. We have no specific OER strategy connected to dual enrollment. If they’re in a class
with happen to have OER, then they’re using OER, but again I think the
most interesting thing, as far as from my perspective is how many superintendents
and administrators of our local high schools have been asking for OER courses because
they just can’t afford those expensive textbooks. – [Quill] Thank you so much, Todd. That’s an interesting take on that, and I’m making a note of
it to ask you about it when we’re in our panel session. Just so folks are aware, we’re gonna do a panel discussion
at the end of this time, so if you have specific questions for Todd or any of our presenters, please pop in in the chat
window or save them for then just because we have many
presenters to get through. Todd, thank you very much. – Sure. – [Quill] Okay, I’d like now to bring Nikki Stubbs and Robin Thomas forward and ask them to present a little bit about what they’re doing at the Technical College System of Georgia. – [Nikki] Good afternoon
everyone, this is Nikki. I’m an education technology coordinator, and I’m gonna basically give
you a system perspective of what we’re doing with
dual enrollment and OER, and then Robin has graciously joined us from one of our colleges. Robin can give you more of
a college-level approach to her specific process
for dual enrollment. Quill, do you want to advance the slide? Okay, so here we go. Our overall system
actually has 22 colleges. They’re all individual colleges the way that we’re structured, but we’re all part of the
(speaks inaudibly) system, and we have actually 88
locations throughout Georgia, so we cover north to south, east to west, so there’s pretty much
(speaks inaudibly) students have access to at least
one of our campuses. To give you an idea of size, our total unduplicated
students for this Spring, so currently, is 95,302 for the system, so that’s system overall. I can say that Chattahoochee,
in which Robin teaches, is our largest college. They have, I’m gonna say,
about 9,500 students, so they’re a good chunk of this. To give you an idea of how many dual enrolled students we have throughout the state, it’s almost 24,000 for this Spring also. These are both Spring of 2019 numbers. It’s right at 25% of
our entire population, for all of our colleges
is dual enrollment, so we are growing. We’ve always had a dual
enrollment program of sorts, but a few years ago they
started combining some things and legislature changed the structure of it quite substantially. Now any Georgia high school
student who is eligible and is in grades nine through 12, and is at participating high school, has the opportunity to
take college classes for college-level credit as
well as high school credit. Quill, if you could advance that for me. Just to give you an idea, our colleges vary in terms of enrollment. As I mentioned,
Chattahoochee is our largest with probably over 9,500 students, but we do have a couple of small colleges. We have some smaller
colleges with anywhere from 1,500 students I think is probably the lowest student population at
any one of our colleges has, but they normally
average somewhere between 3,000 and 7,000 to 8,000
is a good general idea. Within our 22 colleges, we actually have 13 of them
whose sole enrollment population is 20% of work of their entire population. Of those 13, six have 30% or more, and then we have two of
those who have 40% or more of their entire student
population is dual enrollment, and then one of our colleges actually has a dual enrollment population that is 58%. I got that number just
a couple of weeks ago. More than half of their
entire student population are high school students
or college students for us, but they are in the
dual enrollment pathway. That is quite substantial for our colleges who are having to make these adjustments within just a couple of years. These numbers have just
skyrocketed for us. They started out pretty strong
at around 12,000 to 17,000 just probably two and-a-half years ago, and every year in term they seem to grow. I think we’re finally starting to see them level out a little bit, but there are definitely some challenges with regards to how you
teach and logistics-wise with those colleges who
are between the 30% and 50% of their population being
high school students. I know that those colleges
had to make some adjustments in their student population
and how they think about their student population. So Quill, I’m sorry, there we go, okay. I just want to give you an idea. I poll these enrollments regularly because a couple of years ago, I have always worked with OER, so it’s coming up on seven years. We have always had kind of an OER approach on the system level, but a couple of years ago
we changed our structure in how we are approaching it. What their dual enrollment structure from the state legislature has changed, we started looking at our
top dual enrollment courses, and these are our top
dual enrollment courses. These counts are from Spring. Of course the English 1101
and English 1102 numbers are normally swapped for the Fall. If I pulled these numbers for Fall, those two would be reversed. Most likely the history,
the two history courses, would be reversed, so US History I is normally
a heavy Fall term course, and then US History II is
normally more for the Spring by at least a couple hundred. When we changed our structure, we really started looking at
these dual enrollment courses, and these gen-ed courses with high dual enrollment
populations because the way that dual
enrollment works for us is our students who are
coming from high school and/or a faculty going to the high school are not responsible for the textbooks. Our colleges are responsible
to provide those textbooks to those students. Now we found the burden
of the cost of these to be on the college, and we have colleges who are
spending hundreds of thousands of their budget to keep up
with these textbook costs, and in some cases it’s quite astronomical for some of these large colleges with these high enrollment numbers. Our colleges actually
get $25 per credit hour per term per student for the textbook, and that is strictly for the textbook. Of course tuition comes along with that, just like most dual
enrollment programs do, but our colleges only get $75 essentially. If you’re looking at gen-ed courses that are three credit hours, they get $75 for a text
which is math, sciences, and frankly I’ve seen some history and psych books that run
into the $200 and $300 range, that $75 doesn’t go far
when you’re looking at this many students. Now this is system-wide, so it gets broke down amongst 22 colleges, but these number are big. We really started looking at comparing total enrollment to the high
dual enrollment courses, and I would say it’s pretty on par. The top dual enrollment
courses are generally within probably three to
four course difference in the top 10, but are top enrollment
courses anyway because everybody has to go gen-ed before they get into their program courses, or at least begin with gen-ed. In looking at this, we actually already have, I believe we have seven of these labeled, English 1101, Psych 1101, Political Science 1101,
American Government. We have two US History
courses, our Sociology course, and the most recently we
have our English 2130. We also have an Econ course
that’s not in our top 10. Us at the system office, actually we look at all of these numbers. I was essentially pulling
faculty from college saying, “Please work with me,
help me build a course. We need to completely
change our approach,” so after seeing these numbers and the struggles that
our faculty were having with not being (speaks
inaudibly) to build a course or not getting additional compensation, or really any incentive to
try to make an OER course, we decided to start building something that we call foundational courses. All seven of these, we
have foundational courses that we developed in the system office, along with usually a handful
or at least some faculty from the colleges have input and/or they completely come over
and help us build them. A lot of these are open stat faced, because it’s easier to take those texts and kind of convert them into a course if I don’t have a lot of help. Now our faculty, we’re
pretty on par with getting as many courses as we can of
our top enrollment courses, dual or otherwise, available for faculty to
at least have a foundation to start with of a shell of a course. We essentially build that course as a, we build out the courses to house a basically a shell and a
foundation of basic things you would find within a course, so that faculty can take
it and expand upon it. We’re gonna move along to the next person. I’m gonna let Quill go
ahead and take over, and Robin will be able to answer some of your more college-related
questions we’re seeing. – [Quill] Okay, thank you so much, Nikki. All right, so we’re gonna go ahead and move to Heather and Christie. Christie, we didn’t check
to see if you made it. – Christie is on as a call, and is working on
getting the video set up, because she is doing it from a high school where one of the challenges is technology, for access and reliability, so she’s trying her best. Is everyone able to
hear me and see me okay? – [Quill] You’re good, Heather, yeah. – Okay, great. If you can just go to the next slide. And the next one. We’re gonna talk about the OER here at Austin Community College, and I’ll start by giving you an overview of Austin Community College. We have about 70,000
students annually enrolled, and of those we have about 7,000, close to 7,000 dual-credit students. That includes both dual-credit students and also early college high school. We operate at 11 different campuses. We offer a hundred
different programs of study, and 10 areas of study, and our motto is, “Start here, get there.” We serve over six
counties in central Texas, and we are certified as a
Hispanic-serving institution. For OER and dual-credit, if you can go one more
slide, sorry, thank you. For OER and dual-credit,
this last Fall in 2018, we offered 56 section of
OER in the high schools or in high school classes that
are offered at ACC campuses. We offer dual-credit classes, which are students who are not in the early college high school program, but are taking college-level coursework, and then they can take up
to 12 courses for free, and then after that they pay tuition. Early college high school, they are on a degree path
where the goal is for them to earn an Associate’s Degree
at the time they graduate from high school, and those are offered
both in the high schools and also on campus either as mixed classes or designated for that
specific high school. In Fall of 2018, we have 56 sections that offered dual-credit using OER. That included US Government,
US History I and II, Effective Learning Strategies, which is what we’re
going to focus on today, and Introduction to Psychology. That semester alone at the
standard $100 per student, that’s an estimated savings of $5,600. In this current Spring semester, we are offering 62 early
college high school dual-credit classes using OER, and to the ones listed above, we offered in addition to those, Composition II and Public Speaking, and that is an estimated savings of $6,200 for just this semester. Next slide please. I’m here to specifically talk about the OER we have created and used for our Effective
Learning Strategies class, which is our introduction to college, study skills effective learning class. This was developed as part of
the Achieve the Dream Grant, like many of you participated in. I developed the OER
along with Laura Lucas, who is an adjunct in
our Student Development and General Studies department. We piloted the OER in the Spring of 2017, and it was originally hosted
on the Lumin platform, which worked with Achieve the Dream, and that required a Blackboard shell or a course shell to be loaded
into our Blackboard course, which is our learning management system. We then made it available to all of our EDUC student development
faculty in the Fall of 2017, and then in the Summer of 2018, we moved the OER to OER Commons, so that it would remain free to students, and this also is a web-based platform, so it does not require Blackboard or learning management
systems to access the OER. Currently over 50% of all
of our EDUC sections use OER or we call it ZTC, Zero
Textbook Cost, here at ACC. The EDUC sections include the
three-credit hour version, EDUC 1300, which is
what most students take, and they are required to take it within their first 12 credit hours, and then we also offer a
two credit hour version and a one credit hour version, and then I offer trainings
semesterly to faculty on how to use the OER to develop their curriculum in their classroom. Next slide please. Effective Learning is
usually the first course that ACC students have to take. It is the first course that early college high school
students have to take. Dual-credit students are not required to take Effective Learning, but many of them still
take it as an elective. One benefit of using the
OER for this specific class is that we can include
ACC-specific content. There are direct links in the OER to their area of study advising to career services to our library, and this I think especially
helps our dual-credit students and our early college high school students feel connected to ACC, especially if they’re taking the class just in their high school. The OER is interactive. We have embedded web
links, quizzes, videos, so that it’s more than a standard, it’s not a .pdf, for example, or OpenStax. One advantage of using the OER is that it updates immediately, so if we offer a new service on campus, I can put that into the OER, and it is made available to everyone. Since it’s web-based, we don’t have to reload or recourse copy or relink or anything. Another advantage is that the
OER is available on day one. There’s no registration required. They don’t need to use Blackboard or learning management system. Another advantage is that
students have access to OER after the course has ended, since it’s a website essentially. Next slide please. Specifically in how we’re using the OER in Effective Learning Strategies for our dual enrollment in
early college high school, in our department we offer 27 early college high
school-specific classes and 19 of those, this Spring
semester, use the OER. That number’s increasing
as the semesters go on. Most sections are taught in high schools that are considered
low-income or low-performing. Oftentimes we also bus those students to an ACC campus to take
the class on campus, but if the class is offered
within the high school, many of the faculty are teachers
who work at the high school that have a Master’s degree, which qualifies them to teach at ACC, so they are high-school
math teachers who also teach the Effective Learning Strategies class, or high school English
teachers, et cetera. One area of concern, I guess, is that all of our
faculty are able to pick what they use for their textbook. Right now we have two
choices for our EDC courses. They can use the OER, which is free, or they can use a textbook by Cengage, which is paid for by a student fee, and is still relatively low cost. That means that there isn’t
necessarily consistency from semester to semester, from high school to high school. If you have somebody from, one of our adjuncts from ECC teaching at Crockett High School, they may choose to use OER, and then the next semester another faculty may be assigned to teach there, and they may choose to use Cengage. One advantage of using the OER, for the dual enrollment students, is that it’s available as a web link, that they can access it
anywhere from a computer, from a tablet, from their
phones, their mobile phones, and that oftentimes in the high schools, students are provided with
tablets or Chromebooks or sometime they have carts that they bring to the classrooms with laptops or Chromebooks available for them. Next slide please. If you can go to the next slide. Oh, that is the next slide, sorry, back. The difference for us is
that dual-credit students need to pay for their own textbooks, and oftentimes the parents need a payment plan to do that. If you can go back one slide, please. Thank you. Early college high school, the schools, the high schools pay for the textbooks, and they especially would
like to reuse the textbook from semester to semester, but as I said it’s faculty choice. The OER is essentially replacing what’s approximately a $50 textbook, but the way we’ve done it is that we require the students
to pay a student fee which covers their textbook
if it’s not an OER. That means that the high
schools would have to pay that fee every semester if
the faculty member chooses to use the Cengage book. If they use OER for those dual enrollment or early college high school classes, then the high schools
don’t have to pay anything for those textbooks. One challenge we had using
a traditional textbook in the high schools is
that because we paid for the textbooks with a student fee, faculty received the
textbooks, 25 textbooks, and then had to distribute
that to our students, and that was often difficult
to get the textbooks physically to the high schools, especially if it was a high school teacher who is also an adjunct. They had to figure out how to make it to a campus bookstore when it was open, get the 25 textbooks and bring them back. Also, 25 textbooks are remarkably heavy, so that’s a challenge. Another challenge is
that the Cengage textbook does require Blackboard and it requires registering and linking, and that was sometimes a challenge for our high school-based adjuncts, because they had to
learn a brand new system. They had to learn Blackboard, how to link the Cengage
site to Blackboard, and then they had to teach
that to their students. Next slide please. Is Christie Carr here? Are you able to participate, Christie? Okay, so I don’t know if
Christie was able to get on, so I will do my best to
summarize her expertise. Christie has been teaching
dual enrollment classes in the high schools for several semesters, and she has taught not only the EDUC 1300 Effecting Learning, but also Comp I and Comp II. Her advice to dual-credit instructors who are using OER is to
set up a Blackboard site. This is especially
important for our class, because it is the first class
that they take here at ACC, so it’s important that they learn the learning management system so that, because they’re going
to experience that again in their other courses. Setting up a Blackboard site that has the OER within that, and then as well as a
grade book and assignments so that they can experience Blackboard. Then she also recommends that class time is used to teach
them how to use Blackboard and how to access the materials and the support that’s available, but the OER link is also
provided outside of Blackboard so that students don’t
need to enter Blackboard every time they want to
access their textbook. It’s provided as a web link. She recommends that you preview
that first chapter in class to show them exactly how to access it, how to access the features, the links. There’s also a Blackboard
app that students can put on their phones, and that
is also very helpful, especially in the high schools where many of them have smartphones, but they may not have
computer access at home. Last slide, I think. To date, using OER at
Austin Community College with an estimate of $100 per student, we have saved students over $3 million, so that’s pretty substantial. The next slide is our contact information, if you would like to reach out if you have additional questions. – [Quill] Thank you so much Heather, and congratulations on
those savings, that’s huge. Okay, so we have one
final presentation today, I think, right? And they’re sharing a
screen, they’re both there. So Peter and Nancy, please take it away. Let me know when to advance slides. – Okay, well hello everyone. I’m Pete Shapiro, director
of creative learning services in the division of online
and workforce here at FSCJ. – Hi, I’m Nancy Webster, and I am executive director
of articulations for college. – So if we can advance to the next slide, quickly just show you just
some overall information about our institution. For those who are not
familiar with Jacksonville, we are the largest city in
the continuous 48 states, covering over 800 square miles. Florida State College
of Jacksonville covers all of Duval county and Nassau county. We are spread out, even just
for a single institution. Sometimes we think of
ourselves as a system, as opposed to a single college. This gives you a nice overview. We do have over 150
programs at the institution, and I got involved in
this project through OER, so why don’t we go ahead
to that next slide, please. It was through the
Achieving the Dream Grant that has been described. We completed our AA in General Studies. You can see the stats with
regards to the courses. We started from Spring of 2017, offering just a couple of sections and serving about 80
students, and through Fall, which was the end of our
data tracking for the grant, we had 187 sections throughout and saved close to $900,000 in textbook costs. Notice the Spring and Summer
estimate for this year. In the midst of Spring,
we will surpass that by a few sections. Summer is still a question mark, but what we were doing was designing this for online delivery, and so we were doing two different things. The way that we design our online courses is through a production shop. We have a faculty subject
matter expert working with a team of structural design, our multimedia team, and a librarian, and so the content in these
courses is quite robust. Sometimes it’s something
that maybe started as Openstax or started
as a new learning course, but then has been added
to other sources and then mixed and delivered in
either a .pdf fashion or in a way that students can look at it in HTML 5 format on the web. Anyone can download the content. Now to get to the real important stuff, I’ll hand this over to
Nancy and our next slide. – Thank you, Pete. I am in charge of the
dual enrollment program at the college, and as you can see, it’s a very large program. We have almost 3,000
students each semester, and these dual enrollment
students, basically, are all different flavors
of dual enrollment. They are public school students, they are private school students, and we also have a very
large homeschool population of dual enrollment students as well, from both of our counties. We offer courses, some of the students actually
come to our campuses, but we offer a lot of classes
in the high schools as well, so it’s about 12% of
our credit enrollment, and what we are offering
at the high school is taught by high school
credential instructors. We had 173 different
sections at 42 high schools, and we also offer some of these courses in middle schools as well, because we actually have a
pre-early college program to prepare students to
come into high school and start taking college credit courses. Currently we’re offering
29 different courses on the high school sites, and we have a very high success rate in our program as a whole, about 93%, which is much higher than
traditional students. You can go to the next slide, please. OER has been a real
boon to the high schools because in the state of Florida, we are not permitted to charge students, public school students, or homeschool students
for their textbooks. If the students are public
school dual enrollment students, then it is the school district that must pay for the textbooks. If it is a homeschool student, then the college is
responsible for the cost. Both the districts and the college, we were delighted with this option because it is a very significant
savings for all of us. Private school students do have to pay for their own textbooks, but again they are very
delighted when they have the option of taking an OER course, so we are really trying
to expand the OER use at the high schools. We’ve actually written it into our dual enrollment
articulation agreements that we will offer the OER
to the schools for free as long as they can guarantee
that they will make sure that the students have
access to the technology, so that they can utilize
those resources effectively. This has worked out quite well, and just as a single aside, I also have the unique situation where I am actually teaching one
of these courses as well. I’m an administrator, but
I’m also a faculty member, so I’ve been teaching the
Biology for non-majors at one of our high school sites, and my students are delighted
that they do not have to lug around yet another heavy textbook, and they’ve been very
successful in the course utilizing the OER resources. Thank you. – Okay, thank you all so much. It looks like we have about 10 minutes, so not as much time to take questions, but I’m really excited
for the opportunity to kind of get us all talking with each other about this concept, and I want to start by
hearing from some of the faculty on how, because I know dual enrollment classes affect teaching in general, but how, I’m just gonna ask this question, and I’m gonna ask it of all of
our faculty presenters today. As an instructor, what
were some of your concerns about using OER with
dual enrollment students? What did you find out
after you started using OER in teaching? – [Todd] Hi, this is Todd. I really, I guess I have no
concerns, especially when, first OER I used was one
that I helped develop as part of a team. I just looked at our dual
enrolled students as just any other student who might
be in my freshman comp class. – Yeah, I agree with Tom. I don’t treat the dual enrolled
students any differently than I do regular students, but I guess some of my
concerns in the beginning is I’m old school, I like a textbook, I like to have something to refer to, and so I think mentally I had to adjust, that I had to make some changes, and I hope I don’t cover
another question here, but I had to make sure that they had some, if I wanted to use the text, they had some device that
they could bring the text up, but I also started flipping
my classroom a good bit in the terms of they were
responsible for reading outside and I made journal assignments. I would give them questions
ahead of time so that they would have to have
textual evidence for things before they came to
class to talk about that, and they could refer to
that in their journals if they weren’t able to bring the text up. Once I adapted to that
mentally, it’s fine. I find that actually the
dual enrolled students, because they are so
used to using technology on a day to day basis, they take quizzes on their phones. They do all kinds of
things on their phones. It’s really not a transition for them. It’s probably more of a transition
for instructors, I think. – Thank you for that, Robin. That’s the kind of feedback
that’s really helpful to have. In particular, because I
noticed one of the questions for our colleagues at
Florida State at Jacksonville in the chat window which
I have a hard time seeing without advancing the
slides in weird ways. If you have a question in the chat window you really want to ask, go ahead and unmute yourself and ask it, but I do want to ask this one. I know, are any of our colleges
providing print resources, print versions of the
OER to their students as a way of providing equal access? – I know that at ACC, some of our classes, I think Government, uses Openstax and provides .pdf, and I think some of our literature classes and Comp I classes also
offer printed packets. Typically what happens is
I think it’s made available as a .pdf and then it is
the students’ responsibility to incur those printing costs. – That’s the same way it is at FSCJ. They have a .pdf option and
they may print it on their own. – I’ll add that that was a
concern when, or a challenge, when we first debuted the OER, is many of our faculty, not
just early college high school, but they wanted a hard
copy more for themselves than for the students. The OER that we created
for effective learning does not lend itself to
being printed as a .pdf. It has embedded videos. It has embedded activities, and you would lose many of those features if you just printed it. That was kind of hard to
convince faculty that, no, there is no hard copy,
there’s no teacher’s edition. They’ve transitioned, but
it was kind of a, “What? I know students have to get it
online, but where’s my copy?” and your copy is on the website
just like their copy is. – Thank you for mentioning that. Heather, can you say a few more words? Actually you talked about
professional development that you do every quarter for your faculty who are teaching with the OER. Can you talk about the kinds
of conversations you have in that session? – Sure, so usually semesterly, since we’ve rolled out the OER for effective learning back in 2017, that was very new for, for what we were doing in our department, and so we started with a training to get everybody up and running, and at that time it was even
a little more complicated because we worked with Lumin, and so that required a
course copy from Blackboard in order to get that shell moved over. I also developed materials
specific for the OER, so the Blackboard site hosts a test bank, PowerPoint slides, example handouts, journal entries, those kinds of things. It was kind of a mix of introducing them to the OER as well as introducing them to how to use the OER within Blackboard and what resources were
available to them as faculty. I think that was, many faculties main concern is that when you’re working with
the big textbook companies, they provide a lot of
supplemental material, right? You get test banks, you
get PowerPoint slides, you get quizzes, activities, and so Laura and I, when
we development the OER, tried very hard to replicate
that as best that we could, although we cannot come up with a thousand-question test bank per chapter, but we did show them how
to use those resources, how to integrate our assignments, which chapters those would fall under, but one big advantage was that we were able to listen to faculty. They would say, “How about
you put this video in?” or, “Can you mention this?” and because the OER is
updated immediately, we were able to implement
some of those changes. We did, though, have to
also explain to faculty that we are limited in what can go into the OER by creative comments licensing. They’re favorite video on
time management couldn’t be put into the OER because we had to follow those
copyright laws and rules. Every semester we offered a training for faculty that may not have
taught with it before or they just want a refresher, and it basically outlines
how to teach it with the OER. – That’s a neat idea. Christie, is there
anything you want to share about that process? I know you’re at the same institution. Do you do the same with other courses? Oh, we may not have audio for you. Christie, I’m so sorry,
we’re not hearing you. (laughs) I’m going to ask another question of all of our institutions because it came up in
the chat window about how faculty go about
creating these courses? What are the incentives for them? What are the institutional
support services for faculty who design these courses? – I can speak (coughs) excuse me, for us. For the very small
school, we have quite a, quite a good support system led by two particular people, Edie
Erickson and Joseph Mold, and being a part of the
Achieving the Dream Grant has been a big help. Basically any faculty member here can get all the help they want or need. Edie is, she’s an incredible resource for finding materials,
collating materials. She’s an expert on all
the copyright stuff. Being small, in our case,
definitely has an advantage. No person can ever say
that they don’t have help. – I like that line. Go ahead. – We also, the Achieve the
Dream Grant was a big incentive for many faculty because
we received a stipend or release time. I think as an adjunct, you were given a stipend of
equivalent to three credit hours and as full-time faculty, we were given a release
time of three credit hours, and so that was an incentive for sure, but that lasted one semester, and then through the years later, I’m still working on it every day. For me, the big incentive
is the savings to students, and also having all students having access to the material day one means that those first couple weeks of class time can actually be used for teaching instead of waiting for the
students to get their textbooks, but we do have institutional support. Our associate vice
president, Gaylan Scott, is very supportive, and Ursula Pike, who I believe is here in the conference, is our coordinator of
instructional activities, and she also offers a lot of support as well as our head
librarian, Carrie Getts. – I just wanted to chime
in on the sustainability, and again going back to the grant, the grant just basically
gave us the opportunity to take what we already had in place for our online courses
and just extend it to OER. We really wanted to have
one model that we use, the sustainability model of giving a stipend for a faculty member who’s going to develop a master course. That course would then be
revised anywhere between 18 and 36 months after it’s created, based on the content area, based on how much might change
or might need to be improved. Once again, a stipend would be used, based on the work needed. It’s something that the
Center for eLearning has been doing for some time, and it just made sense. I know, to Nancy when she
started inquiring about, “Hey, what have you guys done? What can we apply to the high schools that we’re already doing
here at the institution?” and it was just a natural thing. – Thank you for that, yes. I think, as a college
that has that ATD grant, I’ll chime in here and say
it’s really really helpful, but then you have to
consider sustainability now. You keep that work ahead of you. I’m looking at the time, and I want to make sure
to get in the CCCOER. OER announcements briefly
before we can return to the conversation, because I know folks are
about to lose their hour. (laughs) I just want to mention
that the CCCOER website has wonderful information, including ways to get
involved in our community. We are looking for officers
right now for next year, so if you’re at all interested in participating at that level, please visit our website and get in touch with me via email. I will put my email in
the chat window link towards the end of the webinar, but please visit our website,, and if you go into the top-right button about our community, you can find things like our
list of upcoming conferences, where we list OER conferences
that are coming up, and links to our community email, so that you can join our email list, if you’re not there already. We do these webinars monthly
during the school year. We have two more coming up. We have one on May 8th on
OER ZTC degree pathways. We will be hearing from some
wonderful folks in California, Minnesota, and New York. As you can see in front of you, several of our presenters today mentioned the OER degree initiative, and that’s part of the
OER degree pathway work, and then on June 5th, we’re gonna have regional
models for OER implementation, because there seems to
be a fair amount of work in the regional space around OER. We’re really really excited
to have two more webinars of this academic year, and we’re hopeful that
you will join us at them. Okay, so here’s contact information for Luna, myself, and Liz. We are all great fonts of
information in terms of finding out more about
CCCOER, but I want to give, we still have three minutes
left of our webinar, so it’s a chance for folks to chime in on things that they didn’t get a chance to talk about, or answer questions they see in the chat window that they like. I want to turn this time
over to our presenters, and in particular, Robin, we didn’t get a chance to hear from you. Would you like to chime in briefly? – Yes, one thing that I wanted to say is just as far as resources is that I have become best friends
with our librarians, and one of the most helpful
things on our campuses is they have hosted what
they call OER boot camps. For example, the first one last May, we spend between the semester breaks, like three days where we
went, and we were able, faculty members were able to sit there in the classroom with librarians. What that did, in three days, it helped me to almost completely build an American Lit course because
I was able to go through the things that I couldn’t find, I could refer to a librarian, and they were there to
help me research that. For example, I even had one example with, there was something that
I found in American Lit, and I really wanted to use this, and I couldn’t find where there were any permissions for that, and so one of our librarians, I just handed it over to her. She emailed the museum that
that document came from and got permission for me, to be able to use that resource. I cannot sing the praises
enough about our librarians, and they continually are
just eager to help us. Also one in particular,
one of our librarians, has set up a special link
on our library website that is just a collection
of OER materials by subject, and she’s continually adding to that. That is huge just to be able to go there, because they can find
things that we can’t, because that’s their job. – I love that idea of the OER boot camp, and now I want to have one. (laughter) It’s brilliant. I always love when the last
word is about librarians, but if anybody would like
to chime in one more thing, I would love to hear from you. We have one minute left of our day. – Quill, there was a great
question from Jackie about adult learners 35 and up, and maybe they might have some difficulty that the younger students wouldn’t have with accessing digital materials, and I wondered if one of the
faculty or administrators would like to take that on. – I can speak to that here at ACC. A lot of my students are
considered non-traditional, veterans return back to the work force. I’ve had students as old as 85. I think initially they are
a little intimidated by having their textbook online, but I think that it is
easier for them to navigate the OER that is hosted on OER commons than it is to navigate Blackboard, which they have to learn how to do anyway. Yes, they are a little intimidated. Some of them, not all of them, but some are a little
intimidated about the technology that is required of them
now as a college student, but technology is now required
of them as a college student, and so using technology to teach effective learning strategies is a good way to onboard them to the technology they’ll
need to be successful in community college here at ACC and also if they transfer or if they go
directly into the workforce. – Thank you so much, Heather. Okay, so I want to thank you all for participating in our webinar today. I really am grateful that
people want to talk about this dual enrollment question, because I think it’s an ongoing concern, and I know it’s one that’s
big in my institution, and thank you again for
participating in our webinars. We can take a couple more questions if people are willing to hang out, but as of right now I’m formally ending the formal part of the webinar. Thank you all.

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